This study aims to analyze, investigate the implications, and identify differences in the progress of the effect of institutional changes and organizational transformation in Indonesian higher education. The structuration analysis shows that examining the conditions that have resulted in the replication and modification of social systems is the focus of the structuration analysis. The image of structuration theory conveys both a sense of regularity and continuity, as well as respect for the labor that must be done daily and the mundane but essential tasks that must be completed. The finding of this study is that with the mandate that universities have been given to implement the three primary pillars that support Indonesia’s higher education system, the difficulty level of the problem facing Indonesia’s higher education system has increased. We suggest a future research agenda and highlight the changes and transformations in power, interests, and alliances that affect the evolution of higher education institutions.

Under the background of economic globalization and the rapid development of science and technology, the development of higher education (HE) has undergone profound changes. Nowadays, in order to increase the international competitiveness, training international talents has become the primary task of universities and HE institutions. Therefore, taking Shenzhen as an example, the research takes quantitative method to study how the educational resources in the society affect the school from a macro perspective, and the micro perspective of students, teachers and schools, studying the impact on the development of universities. Through in-depth analysis of the integration of educational resources, the results show that multilingual library resource, and other three factors followed, are critical factors in the development of HE. And then, this study puts forward corresponding countermeasures and suggestions after discussion, aiming to provide strategic insights to enhance the quality and international competitiveness of HE in the GBA, especially in the construction of multilingual library resources (MLR), international exchange platform (IEP), sufficient and diverse laboratory facilities (SDLF), and rich academic resources (RAR). Thus, the research narrows the gap in this field to some extent.

This research delves into sustainable educational management practices within Indonesian Islamic universities, aiming to shed light on the current trends, influential authors, co-authorship patterns, prevalent keywords, primary dissemination venues, gaps, and future research directions in this domain. Employing a bibliometric analysis methodology, data was collected using Lens.org software, encompassing publications from various academic databases to ensure a comprehensive exploration. The study reveals a growing interest in sustainability within Indonesian Islamic universities, emphasizing the need for concerted efforts to promote sustainable development. Key findings include identifying influential authors, prevalent keywords, and primary dissemination venues, offering valuable insights for researchers and practitioners in the field. Moreover, gaps and future research directions are highlighted, paving the way for further exploration and enhancement of sustainable educational management practices in Indonesian Islamic universities.

Despite the surge of publication of chatbots in the recent years in the field of education, we have little to know how this area has been researched so far, and the metrics of this type of research is still not known. To address such gap, this article offers a descriptive bibliometric study of chatbot research in education, aiming at presenting bibliometric analysis on articles on chatbots in education that were published in journals indexed in the Web of Science (WOS) database specifically Social Science Citation Index (SSCI) and Science Citation Index Expanded (SCIE) between 2016 and 2023. Descriptive bibliometric analysis was used to examine the data gathered from the chosen publications. including the annual number of articles and citations, the most productive author, countries with the highest publication output, productive affiliations, funding organizations, and publication sources. The bulk of the articles on chatbots in education, according to our dataset, were published between 2016 and 2023. The United States of America tops the list of countries regarding research productivity. The United Kingdom and China were ranked as most second and third productive countries, in terms of publication outputs. “Luke Kutszik Fryer emerged as the most productive author in this research domain in terms of the number of publications.” The University of Hong Kong had the highest number of publications among affiliations, indicating their significant contribution to the field. Additionally, the journal “Computers in Human Behavior” stood out with the highest number of publications per year, highlighting its relevance in publishing research on chatbots in education. This research offers valuable insights and a roadmap for prospective researchers, pinpointing critical areas where success can be attained in the study of chatbots in education.

The quest for quality postgraduate research productivity through education is on the increase. However, in the context of the African society, governance structures and policies seem to be impacting on the quality level of the provided education. Hence, this conceptual study explored the roles of governance structures and policies in enhancing and ensuring quality postgraduate education programmers in African institutions of higher learning. To this end, various relevant literature was reviewed. The findings showed amongst others that governance structures and policies affect the quality of education provided. Meanwhile, other factors such as curriculum, foreign influence, lack of resources, training, amongst others contribute to the quality of education provided. The study concludes that there is need for the current structures of governance and the designed and implemented policies for postgraduate education to be reviewed and adjusted towards ensuring the desired transformation.

This study aims to use dialectical thinking to explore the impacts and responses of Artificial Intelligence (AI) empowerment on students’ personalized learning. The effect of AI empowerment on student personalization is dissected through a literature review and empirical cases. The study finds that AI plays a significant role in promoting personalized learning by enhancing students’ learning effectiveness through intelligent recommendation, automated feedback, improving students’ independent learning ability, and optimizing learning paths, however, the wide application of AI also brings problems such as technological dependence, cheating in exams, weakening of critical thinking ability, educational fairness, and data privacy protection to students. The study proposes recommendations to strengthen technology regulation, enhance the synergy between teachers and AI, and optimize the personalized learning model. AI-enabled personalized learning is expected to play a greater role in improving learning efficiency and educational fairness.